The Role of Self-Efficacy in Reading Achievement of Young Children in Urban Schools

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• 作者：Yung Soo Lee ; Melissa Jonson-Reid
• 关键词：Self ; efficacy ; Reading achievement ; Self ; concept
• 刊名：Child and Adolescent Social Work Journal
• 出版年：2016
• 出版时间：February 2016
• 年：2016
• 卷：33
• 期：1
• 页码：79-89
• 全文大小：428 KB
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• 作者单位：Yung Soo Lee (1)
  Melissa Jonson-Reid (2)
  
  1. Department of Social Welfare, Incheon National University, 119 Academy-ro Yeonsu-gu, Incheon, 406-772, Korea
  2. George Warren Brown School of Social Work, Washington University in St Louis, One Brookings Drive, Campus Box 1196, St. Louis, MO, 63130, USA
  
• 刊物类别：Behavioral Science
• 刊物主题：Psychology
  Personality and Social Psychology
  Clinical Psychology
  Sociology
  
• 出版者：Springer Netherlands
• ISSN：1573-2797

文摘

Academic self-efficacy has been found to be important in predicting educational success among older children and adolescents, but scant work has addressed this for very young children. This study explored (a) whether academic self-efficacy appears to be associated with reading achievement among children in urban elementary schools in primary grades, (b) whether one can differentiate between concepts of self-efficacy and self-concept within this age group, and, if so, which has more predictive power for reading achievement, and (c) whether student motivation and classroom behavior mediate the relationship between self-efficacy and reading. Findings from random-effect multi-level modeling show that children in primary grades can differentiate between self-efficacy and self-concept, and it was task-specific self-efficacy tha1t significantly influenced reading achievement. Of the two possible mediators, student motivation significantly mediated the relationship between self-efficacy and reading achievement. Implications for the role of school social workers in enhancing achievement among young, vulnerable children are discussed. Keywords Self-efficacy Reading achievement Self-concept